I was born in Ellicott City, MD and lived there for most of my life. I graduated from Towson University with an undergraduate degree in Elementary and Special Education in 2009, and have been teaching Special Education at St. John's Lane Elementary School ever since! In school my favorite subject was math and my favorite math teacher was Brian McDonald at Burleigh Manor Middle school! John, you may know him : )
I married my husband, Ryan, in 2012. He is a 7th grade World Cultures teacher at Ridgely Middle School in Timmonium. We live in Cockeysville with our two cats, Roxy and Griffen. The cats also love math, such as calculating the elapsed time they spend keeping us up in the middle of the night. In our free time Ryan and I enjoy playing ultimate frisbee, rock climbing, kickball, trivia, reading, and going to the beach! We also love throwing celebrations and big festive parties!
Learning Task #1 (submitted through email) UDL Prezi
Reflection:
What are your thoughts about technology in the classroom?
I think technology absolutely belongs in the classroom! Technology can be used as a tool for instruction, engagement, and assessment. Furthermore, every time a student accesses technology, he or she is practicing skills that will almost definitely be required for a future career. Using technology in the classroom gives students an opportunity to improve their creativity and technological expertise. While technology in the classroom can offer a multitude of benefits, it can also be detrimental if not used thoughtfully or appropriately. When planning to use technology in the classroom, a teacher must do exactly that: plan. Like every other element of education, technology must have a purpose when used in the classroom.
What are your strengths and/or challenges with technology in life/in the classroom?
I think one of my greatest strengths in technology is the digital intuition I share with the rest of the population that grew up around computers. When something doesn't happen the way I expect, or I'm not sure what to do on an electronic device, I can think of a few things to try/ fiddle with before I seek help, and even then, my go-to help source is Google. I have found that people who didn't grow up around computers are often nervous to start clicking things or pushing buttons, or don't know what to try next. In teaching, being your own problem solver is clutch, and that is true for utilizing technology in the classroom too! As for challenges, I'm sure I'm echoing the masses when I say a lack of time is my biggest obstacle to effectively incorporating technology into my classroom. While time management presents a challenge at home too, I can always do trial and error at home, rush into trying new things because it only effects my husband and I if it's not quite the tech tool we were looking for. Adversely, in the classroom I need any technology I use to be exactly what I need to enhance student learning, and I need to be proficient in using the technology.
What are your goals for this course?
My academic goal for this course is to develop a library of tech tools that I can place appropriately in my instruction and that I am fairly skillful with. My personal goal is to actually try each tool with my students shortly after learning about it, which will include planning for how to align it with the standards I am working on each week. It will take some planning and quick work with my students, but I think it will be the best way for me to actually learn about the new tools and figure out how to effectively implement them into my classroom!
Learning Task #2
Brief 2-3 Sentence Summary of Web 2.0:
Web 2.0 describes websites and internet-based applications that use dynamic pages and allow user interaction. Considered the second stage of World Wide Web development, examples of Web 2.0 include social networking sites, wikis, blogs, podcasting sites, Google docs, and other tools that allow users to retrieve, share, and modify content. Characteristics of Web 2.0 sites include a user-friendly interface, user ownership of information, an interactive framework, and running entirely through a web browser.
My Top Ten Virtual Manipulatives for Third Grade Mathematics Pascal's Triangle of Multiples! - Identify multiples of a given number on Pascal's Triangle in order to develop fluency with multiplying and dividing within 100 (3.OA.7). Base Blocks, Base Blocks Addition, Base Blocks Subtraction - Explore place value and base ten, use virtual base ten blocks to add and subtract within 1000 based on place value (3.NBT.2). Time - What Time Will It Be? - Answer questions about elapsed time, manipulate a clock to show the desired time (3.MD.1). Bar Graph Sorter - Sort shapes in order to create a virtual bar graph (3.MD.3); follow up with Bar Graph Creator to create bar graph with student-collected data. Sorting Numbers - Work on number sense while categorizing numbers and justifying how they are grouped (3.NBT.1, 3.NBT.2, general number sense). Measurement (3–5) - Virtual Geoboard could be used to create shapes and explore shape attributes, establish shape subcategories (3.G.1) Also could be used to explore area and perimeter (3.MD.7, 3.MD.8, 3.G.2). Shape Builder- Explore and compare area and perimeter (3.MD.5, 3.MD.6). Factorize - Visually explore the concept of arrays and factors (3.OA.3, 3.OA.6). Equivalent Fractions - Gives students opportunity to match visual models with fractions on a number line (3.NF.2) and to identify equivalent fractions (3.NF.1/3). Fraction Tiles - Virtual fraction tiles could be used to teach unit fractions (3.NF.1) or to establish equivalent fractions (3.NF.3).
Learning Task #7
Video Brief 1 - Swimming video - Help me understand how much faster Nathan Adrian swam the 100 meter than the other swimmers. Would he have time to brush his teeth before Alfred Hajos finished? What about before Mark Spitz finished? One method to answer these questions would be to calculate the elapsed time between fastest finisher and several other finishers. End product: make a video, biteslide or puppet pal of different things you could do in that amount of time. Would you still say Nathan swam SO MUCH faster than Alfred Hajos? Justify!
Video Brief 2 - Long Jump video - Obviously we have to hold our own long jump competition! (Or longest step, to be on the safe side). I like the idea of exploring non-standard units to determine if we can beat Beaman's record of "29." If we were not allowed to use a ruler or any standard measuring tool, how else could we describe our jumps? What happens when we change the units? Which jump is longer, the one measuring 3 desks long or 12 paperclips long? Students can make predictions about which unit they could measure their jumps with to equal a total of 29, and then a different unit that would give them more than 29. This would be great to tie back into fractions, as we explore what happens to the size of the piece as the denominator changes.
Video Brief 3 - Long Jump video - Watch the video, hold our own long jump/ longest step competition, and graph the results on a line plot, bar graph, and pictograph. We would start by taking a tally of the total distance each student stepped, then look at making a table of the data and making different graphs. Groups could examine the different types of graphs, decide which they prefer, and justify why they think that is the best model for displaying this particular data. We could also hold a different Olympic event for the students to create a graph independently, or the students could come up with other things we could take data on.
Videos I am excited to use:
Recycle Electronics Responsibly
I could use this video to work on measurement and data. We could come up with a survey to interview other students about their pre-existing knowledge of recycling electronics. We could then display the data in different ways, and look at what fraction of the students knew/ didn't know various things. We could tie it into reading and do a persuasive writing piece to encourage the principle to offer more educational opportunities about recycling electronics, and our students would have the data to support their request! The Green Team could get on board as well! Fun!
Why Do Bees Love Hexagons
This would be part of our geometry unit. This could be used to show the importance of the different characteristics of other shapes. The students could explore how different quadrilaterals can tesselate and why each type of quadrilateral tesselates in that way. A possible extension or different idea to explore could be to look at how our homes are built, using what shapes, and why we might choose to build our houses like that.
Sports Science - Richard Sherman
I could use this video at the beginning of the year when we have the students build their own number profiles and talk about the meaning of numbers. This could also be part of a discussion about comparing numbers and when it is better to have a small number versus a big number. THis is also a good example of math in a real world industry, especially because so many concepts are touched on. Professional football players are evaluated on height, speed, timing, and several other math concepts that we study in third grade!
Briefly identify the pros/cons of each site and tell which site you prefer.
LearnZillion
+ Lessons are organized by grade level and standard, easy to find lessons on a particular standard
+ Lessons include a video and/or slideshow, teacher notes, and often include addition resources for guided work, intervention, and extension
+ You can create classes and assign videos to individual students or entire class, easy to do so
+ Site manages and reports on student progress
- Lacking interdisciplinary connections in videos
- Lacking additional activities, rich tasks to supplement videos/ vice versa
- Repetitive style/ lacking variety; good for some students, may not reach other students' learning styles
Kahn Academy
+ All-encompassing, addresses pre-assessment, video-instruction, progress monitoring, continued instruction, even parent communication/ outreach!
+ Option to let Kahn Academy choose what content a student will see based on pre-test results or let the teacher choose a student's content
+ Students can easily do additional practice at home
+ Multitude of video resources
+ Backed by the Gates family and Google, this resource is probably going to be around for a while
- Lacks opportunities for multisensory learning, rich tasks
- Very involved, time consuming initially
- I found it somewhat difficult to navigate and track down lessons. I may have been using the site incorrectly but I felt like it kept switching back and forth between seeing me as a student vs. a "coach." With practice I was able to guess which links would be videos and which would be quizzes.
Both sites have a great deal to offer in terms of video resources. However, both sites are fairly one-dimensional in terms of actual instruction. I think I would prefer to use either site to supplement my instruction, not in place of. For immediate use in instruction, I would prefer to use LearnZillion. The resources are easier to find and put to use immediately. Furthermore the instructional resources have slightly more variety and offer hard-copy resources that I can manipulate and use in my instruction. Given more time, I think Kahn Academy could be a very good resource to use a few times a week for independent practice and progress monitoring. But after reviewing both sites I'm a bit hesitant about the time required to get students going on Kahn Academy, and I'm excited to get some of my students started on a LearnZillion playlist tomorrow!
I was born in Ellicott City, MD and lived there for most of my life. I graduated from Towson University with an undergraduate degree in Elementary and Special Education in 2009, and have been teaching Special Education at St. John's Lane Elementary School ever since! In school my favorite subject was math and my favorite math teacher was Brian McDonald at Burleigh Manor Middle school! John, you may know him : )
I married my husband, Ryan, in 2012. He is a 7th grade World Cultures teacher at Ridgely Middle School in Timmonium. We live in Cockeysville with our two cats, Roxy and Griffen. The cats also love math, such as calculating the elapsed time they spend keeping us up in the middle of the night. In our free time Ryan and I enjoy playing ultimate frisbee, rock climbing, kickball, trivia, reading, and going to the beach! We also love throwing celebrations and big festive parties!
Learning Task #1 (submitted through email)
UDL Prezi
Reflection:
- What are your thoughts about technology in the classroom?
I think technology absolutely belongs in the classroom! Technology can be used as a tool for instruction, engagement, and assessment. Furthermore, every time a student accesses technology, he or she is practicing skills that will almost definitely be required for a future career. Using technology in the classroom gives students an opportunity to improve their creativity and technological expertise. While technology in the classroom can offer a multitude of benefits, it can also be detrimental if not used thoughtfully or appropriately. When planning to use technology in the classroom, a teacher must do exactly that: plan. Like every other element of education, technology must have a purpose when used in the classroom.- What are your strengths and/or challenges with technology in life/in the classroom?
I think one of my greatest strengths in technology is the digital intuition I share with the rest of the population that grew up around computers. When something doesn't happen the way I expect, or I'm not sure what to do on an electronic device, I can think of a few things to try/ fiddle with before I seek help, and even then, my go-to help source is Google. I have found that people who didn't grow up around computers are often nervous to start clicking things or pushing buttons, or don't know what to try next. In teaching, being your own problem solver is clutch, and that is true for utilizing technology in the classroom too! As for challenges, I'm sure I'm echoing the masses when I say a lack of time is my biggest obstacle to effectively incorporating technology into my classroom. While time management presents a challenge at home too, I can always do trial and error at home, rush into trying new things because it only effects my husband and I if it's not quite the tech tool we were looking for. Adversely, in the classroom I need any technology I use to be exactly what I need to enhance student learning, and I need to be proficient in using the technology.- What are your goals for this course?
My academic goal for this course is to develop a library of tech tools that I can place appropriately in my instruction and that I am fairly skillful with. My personal goal is to actually try each tool with my students shortly after learning about it, which will include planning for how to align it with the standards I am working on each week. It will take some planning and quick work with my students, but I think it will be the best way for me to actually learn about the new tools and figure out how to effectively implement them into my classroom!Learning Task #2
Brief 2-3 Sentence Summary of Web 2.0:
Web 2.0 describes websites and internet-based applications that use dynamic pages and allow user interaction. Considered the second stage of World Wide Web development, examples of Web 2.0 include social networking sites, wikis, blogs, podcasting sites, Google docs, and other tools that allow users to retrieve, share, and modify content. Characteristics of Web 2.0 sites include a user-friendly interface, user ownership of information, an interactive framework, and running entirely through a web browser.
My TodaysMeet Room!
Mrs. Brown's Kidblog!
Learning Task #3
Intro to Fractions Prezi
Fractions BiteSlide
Learning Task #4
My Top Ten Virtual Manipulatives for Third Grade Mathematics
Pascal's Triangle of Multiples! - Identify multiples of a given number on Pascal's Triangle in order to develop fluency with multiplying and dividing within 100 (3.OA.7).
Base Blocks, Base Blocks Addition, Base Blocks Subtraction - Explore place value and base ten, use virtual base ten blocks to add and subtract within 1000 based on place value (3.NBT.2).
Time - What Time Will It Be? - Answer questions about elapsed time, manipulate a clock to show the desired time (3.MD.1).
Bar Graph Sorter - Sort shapes in order to create a virtual bar graph (3.MD.3); follow up with Bar Graph Creator to create bar graph with student-collected data.
Sorting Numbers - Work on number sense while categorizing numbers and justifying how they are grouped (3.NBT.1, 3.NBT.2, general number sense).
Measurement (3–5) - Virtual Geoboard could be used to create shapes and explore shape attributes, establish shape subcategories (3.G.1) Also could be used to explore area and perimeter (3.MD.7, 3.MD.8, 3.G.2).
Shape Builder- Explore and compare area and perimeter (3.MD.5, 3.MD.6).
Factorize - Visually explore the concept of arrays and factors (3.OA.3, 3.OA.6).
Equivalent Fractions - Gives students opportunity to match visual models with fractions on a number line (3.NF.2) and to identify equivalent fractions (3.NF.1/3).
Fraction Tiles - Virtual fraction tiles could be used to teach unit fractions (3.NF.1) or to establish equivalent fractions (3.NF.3).
Learning Task #5
Student Survey
Parent Input Survey
Learning Task #6
Whole Numbers Mind Map
Whole Numbers Connections Padlet
Quadrilaterals Popplet!
Learning Task #7
Video Brief 1 - Swimming video - Help me understand how much faster Nathan Adrian swam the 100 meter than the other swimmers. Would he have time to brush his teeth before Alfred Hajos finished? What about before Mark Spitz finished? One method to answer these questions would be to calculate the elapsed time between fastest finisher and several other finishers. End product: make a video, biteslide or puppet pal of different things you could do in that amount of time. Would you still say Nathan swam SO MUCH faster than Alfred Hajos? Justify!
Video Brief 2 - Long Jump video - Obviously we have to hold our own long jump competition! (Or longest step, to be on the safe side). I like the idea of exploring non-standard units to determine if we can beat Beaman's record of "29." If we were not allowed to use a ruler or any standard measuring tool, how else could we describe our jumps? What happens when we change the units? Which jump is longer, the one measuring 3 desks long or 12 paperclips long? Students can make predictions about which unit they could measure their jumps with to equal a total of 29, and then a different unit that would give them more than 29. This would be great to tie back into fractions, as we explore what happens to the size of the piece as the denominator changes.
Video Brief 3 - Long Jump video - Watch the video, hold our own long jump/ longest step competition, and graph the results on a line plot, bar graph, and pictograph. We would start by taking a tally of the total distance each student stepped, then look at making a table of the data and making different graphs. Groups could examine the different types of graphs, decide which they prefer, and justify why they think that is the best model for displaying this particular data. We could also hold a different Olympic event for the students to create a graph independently, or the students could come up with other things we could take data on.
Videos I am excited to use:
Recycle Electronics Responsibly
I could use this video to work on measurement and data. We could come up with a survey to interview other students about their pre-existing knowledge of recycling electronics. We could then display the data in different ways, and look at what fraction of the students knew/ didn't know various things. We could tie it into reading and do a persuasive writing piece to encourage the principle to offer more educational opportunities about recycling electronics, and our students would have the data to support their request! The Green Team could get on board as well! Fun!
Why Do Bees Love Hexagons
This would be part of our geometry unit. This could be used to show the importance of the different characteristics of other shapes. The students could explore how different quadrilaterals can tesselate and why each type of quadrilateral tesselates in that way. A possible extension or different idea to explore could be to look at how our homes are built, using what shapes, and why we might choose to build our houses like that.
Sports Science - Richard Sherman
I could use this video at the beginning of the year when we have the students build their own number profiles and talk about the meaning of numbers. This could also be part of a discussion about comparing numbers and when it is better to have a small number versus a big number. THis is also a good example of math in a real world industry, especially because so many concepts are touched on. Professional football players are evaluated on height, speed, timing, and several other math concepts that we study in third grade!
LearnZillion Lessons:
1. How to Name Unit Fractions by Using Partitioned Wholes
2. Understand Fractions: Create Mini-Stories
3. Determine the Accuracy of a Unit Fraction
Kahn Academy Lessons:
1. Plotting Fractions on the Number Line
2. Visualizing Equivalent Fractions
3. Equivalent Fractions Word Problem
Briefly identify the pros/cons of each site and tell which site you prefer.
LearnZillion
+ Lessons are organized by grade level and standard, easy to find lessons on a particular standard
+ Lessons include a video and/or slideshow, teacher notes, and often include addition resources for guided work, intervention, and extension
+ You can create classes and assign videos to individual students or entire class, easy to do so
+ Site manages and reports on student progress
- Lacking interdisciplinary connections in videos
- Lacking additional activities, rich tasks to supplement videos/ vice versa
- Repetitive style/ lacking variety; good for some students, may not reach other students' learning styles
Kahn Academy
+ All-encompassing, addresses pre-assessment, video-instruction, progress monitoring, continued instruction, even parent communication/ outreach!
+ Option to let Kahn Academy choose what content a student will see based on pre-test results or let the teacher choose a student's content
+ Students can easily do additional practice at home
+ Multitude of video resources
+ Backed by the Gates family and Google, this resource is probably going to be around for a while
- Lacks opportunities for multisensory learning, rich tasks
- Very involved, time consuming initially
- I found it somewhat difficult to navigate and track down lessons. I may have been using the site incorrectly but I felt like it kept switching back and forth between seeing me as a student vs. a "coach." With practice I was able to guess which links would be videos and which would be quizzes.
Both sites have a great deal to offer in terms of video resources. However, both sites are fairly one-dimensional in terms of actual instruction. I think I would prefer to use either site to supplement my instruction, not in place of. For immediate use in instruction, I would prefer to use LearnZillion. The resources are easier to find and put to use immediately. Furthermore the instructional resources have slightly more variety and offer hard-copy resources that I can manipulate and use in my instruction. Given more time, I think Kahn Academy could be a very good resource to use a few times a week for independent practice and progress monitoring. But after reviewing both sites I'm a bit hesitant about the time required to get students going on Kahn Academy, and I'm excited to get some of my students started on a LearnZillion playlist tomorrow!
Learning Task #8
Learning Task #9
Rubistar Rubric -
Area Kahoot!
Poll Everywhere - Confidence Check In!
Learning Task #10
Web 2.0 Tool Project - QR Treasure Hunt Generator!
Mobile Apps Project
Mobile Apps:
1. Kakooma Addition
2. Equivalent Fractions
3. Geoboard
4. iTooch Elementary School
5. Shadow Puppet Edu